Recommended Reading

The latest case of blatant indoctrination has been uncovered at
a public school in Delavan, Wisconsin.

Delavan-Darien High School is currently offering a crash course
on critical race theory under the clever guise of “American
Diversity”. The course is part of the school’s “Education and
Training” Career Cluster, which seeks to prepare students for the
world of academia and other education-related fields.

But rather than offering students a survey of the richness of
our nation’s diversity, the course promotes none other than an “us
versus them” mentality, and requires its students to read divisive
materials from some of the Left’s most radical mouthpieces.

As a preface, the students were given an uncited definition of
“white privilege”:

In critical race theory, white privilege is a set of
advantages that are believed to be enjoyed by white people beyond
those commonly experienced by non-white people in the same social,
political, and economic spaces (nation, community, workplace,
income, etc).

This was followed by a series of materials that elaborates on
the problem of “white privilege.”

One of the handouts was a published newspaper article by
University of Texas professor Robert Jensen, who suggests that any
argument against racial preferences exposes the ingrained
prejudices of our society. The article also argues:

“Until we let go of the fiction that people have complete
control over their fate – that we can will ourselves to be anything
we choose – then we will live with that fear…There is not space
here to list all the ways in which white privilege plays out in our
daily lives, but it is clear that I will carry this privilege with
me until the day white supremacy is erased from society.”

Another worksheet was a portion of Peggy McIntosh’s “Unpacking
the Invisible Knapsack” which lists 50examples of racial privilege
in society, including:

17. I can talk with my mouth full and not have people put
this down to my color.

39. I can be late to a meeting without having the lateness
reflect on my race.

46. I can chose [sic] blemish cover or bandages in “flesh”
color and have them more or less match my skin.

Perhaps the most extreme assignment was a worksheet with
questions based on a lecture by race-baiting lecturer Tim Wise. The
questions included:

2. Why is the colorblind model of America
ineffective?

3. Why is it important to talk about whiteness in
America?

And the most thought-provoking (or rather, absurd) question:

7. Explain the irony of the phrase “United We
Stand”.

In addition to these worksheets, the students were told to go to
the local Walmart and count the number of toys that “represented
black kids” in comparison to the number of toys that “represented
white kids”.

One student’s mother voiced her complaints to the
superintendent, who has decided to arrange a meeting with the
district’s curriculum director. However, in what appears to be an
attempt at intimidation, the superintendent said she will also be
bringing an African-American and Latino-American to the
meeting.

This course offers a snapshot of a larger trend that has plagued
university curriculum for years and has only recently crept into
high school classrooms.

Professors and teachers are increasingly telling white students
that they are part of the problem of racism, and are telling black
students that they are second class citizens. This race-baiting
technique is an attack on American values and can only breed
bitterness and envy.

UPDATE: After learning of this story from The New Guard, Todd Starnes of Fox News Radio directly contacted Delavan-Darien School District superintendent Robert Crist for comment. As a result, the class is undergoing an evaluation and will not be taught again (if ever) until this process is complete. Read the full story.

Brendan Pringle is a Development Officer with Young
America’s Foundation’s Reagan Ranch Center.